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STATE  KORMAL  SCHOOL 

LOS  ANGELEa  CAU1--ORNIA 

SCHOOL  BUILDINGS 


FOR 

RURAL  SCHOOLS 

FEBRUARY  lOTH 

1909 

SOUTHERN    BRANCH 

UNIVERSITY  OF  rat  iforn-a 
lJBR 

DEPARTMENT  OF   PUBLIC 
INSTRUCTION 


SOUTH  DAKOTA 


H.  A.    USTRUD 

SUPERINTENDENT 

3  (^^Sr  37 


;  5 1  q 


School  House  Plans 


The  legislature  of  1907  passed  the  following  law: 
"ARTICLE  XV." 

Sec.  237.     Plans  for  school  buildings  approved  by  State  Super- 
intendent. 

In  order  that  due  care  may  be  exercised  in  the  heating,  lighting 

.  and  -\entilation  of  public  school  buildings  hereafter  erected,  no  school 

house  shall  be  erected  by  any  board  of  education  or  school  district  board 

■    in  this  state  until  the  plans  and  specifications  for  the  same  showing  in 

detail  the  proper  heating,    lighting  and  ventilation  of  such    building 

-shall  have  been  approved  by  the  superintendent  of  public  instruction. 

School  houses  shall  have  in  each  class  room  at  least  fifteen  square 
feet  of  floor  space,  and  not  less  than  two  hundred  cubic  feet  of  air  space 
-per  pupil,  and  shall  provide  for  an  approved  sjstem  of  heating  and  ven- 
tilation by  means  of  which  each  class  room  shall  be  supplied  with  fresh 
air  at  the  rate  of  not  less  than  thirty  cubic  feet  per  minute  for  each  pu 
pil.  and  have  a  system  of  heating  capable  of  maintaining  an  average 
temperature  of  seventy  degrees  Fahrenheit  during  the  coldest  weath- 
er " 

Under  this  law  this  department  has  had  manj-  occasions  to  make  sugges- 
tions for  improvement  of  school  buildings  in  both  rural  and  independent  dis- 
tricts. 

School  houses  for  independent  districts  are  usually  planned  by  some  archi- 
tect and  the  matter  of  lighting  and  ventilation  receives  more  or  less  attention, 
but  rural  schoel  buildings  have  quite  generally  been  built  with  little  regard  for 
tieher. 


Rural  Schools 


liofsidos  tliomxKl  iniii.il  clh-ci  tti.it  ;i  neat  ;in(l  cliccrfiil  scho'd  room  hiusupoii 
the  pupils  it  has  been  varioi  sly  cstiiiiatcd  that  a  piijjil  in  a  well  lighted  and  wel' 
ventilated  room  will  acrf)niplish  frf)ni  one  fifth  to  one-third  more  work  than  he 
can  accoinplish  in  one  poorly  lighted  and  Ncntilated. 

For  the  purpose  of  illustration  let  it  be  granted  that  the  pupil  does  but  one- 
sixth  more  work  under  goofi  ronditions  a.s  to  light  and  ventilation  than  he  does 
under  poor  eonditions 

The  rural  schools  of  the  state  have  an  averag*'  daily  attendance  of  about 
t\vel\  (•  children  per  school,  flrant  that  each  child's  time  is  worth  one  dollar  per 
day  under  the  poor  conditions,  or  twelve  dollars  jxr  day  for  tlie  time  of  all  the 
children  in  the  school.  Under  the  improved  conditions  they  would  add  one- 
sixth  to  this,  or  two  dollars  to  the  A-aiue  of  their  time  per  daj'. — forty  dollars 
per  month — three  hundred  and  twenty  dollars  per  term  of  eight  months, — six 
thousand  four  hundred  dollars  in  twenty  years,  the  estimated  time  the  school 
house  will  last.  It  may  be  contended  that  a  child's  time  in  school  is  not  worth 
one  dollar  per  day,  but  let  it  l)e  Vxirne  in  mind  that  what  a  child  accomplishes  in 
a  day  at  the  age  of  ten  is  of  nK)re  conseqv.ence  to  the  child  than  is  a  day's  accom- 
plishment to  a  man  at  the  age  of  forty.  Add  to  the  abftve  considerations  the 
mam^  diseases  caused  ))y  breathing  imjiure  air.  and  the  defective  vision  caused 
b3'  poorly  lighted  rooms,  and  it  docs  seem  as  though  no  child  should  be  asked  to 
woi'k  in  any  school  room  without  an  abundance  of  pure  air  and  good  light,  free 
gifts  of  Providence  to  all,  nowhere  more  bountifully  bestowed  than  in  our  own 
state. 

A  letter  to  the  people  from  the  Indiana  State  Hoartl  of  Health  saj's: 

"If  parent  or  school  trustee  should  so  conduct  affaii-s  as  to  bring 
food  starvation  upon  a  child,  a  great  cr>-  would  immediately  arise,  and 
prompt  relief  Avould  be  given.  However,  nothing  is  done  when  air 
starvation  is  forced  upon  children,  because  the  people  don't  und(>r- 
stand.  The  people  generally  don't  know  that  where  one  person  dies 
of  food  starvation,  over  one  thousand  die  of  air  starvation.  It  is  a  sin 
of  the  fathers  which  descends  upon  our  children  when  we  refuse  to  J5up- 
ply  school  rooms  with  air  shafts  and  all  the  means  of  perfect  ventila- 
tion." 

For  the  betterment  of  school  conditions  in  rural  schools  I  offer  some  sug- 
gestions as  regards  new  buildings  to  be  erected. 

The  groTind  upon  which  the  school  house  is  placed  should,  if  possible,  be  a 
little  higher  than  the  surrounding  ground,  to  give  good  drainage,  and  sliould 
consist  of  not  less  than  two  acres  to  give  room  for  playground  and  place  for  trees, 
shrubs  and  flowers. 

The  school  building  should  be  carefully  constructed.  When  practicable, 
an  excavation  should  be  made  so  as  to  have  a  basement  under  the  entire  school 


School  Buildings 


house.  This  may  be  partitioned  off  into  furnace  and  fuel  room  and  play  room. 
The  floor  of  the  basement  should  be  cemented.  The  walls  of  the  basement 
should  be  built  of  brick,  stone  or  cement  and  should  extend  about  two  and  one- 
half  or  three  feet  above  the  ground  and  should  have  windows  to  light  it.  Where 
no  basement  is  built  under  the  school  house  the  foundation  walls  should  extend 
at  least  eighteen  inches  above  the  ground  and  deep  enough  below  the  surface  so 
that  they  will  not  be  seriously  affected  bj^  the  frost. 

The  floors  of  the  school  room  should  be  double,  with  paper  between,  the 
surface  floor  being  of  good  hard  wood,  kiln  dried  boards,  not  over  three  inches 
wide,  fitted  close  so  as  to  permit  no  cracks  in  which  dirt  can  settle. 

The  walls  of  the  school  room  should  be  sheathed,  papered  and  sided  on  the 
outdide,  and  lathed  and  plastered  from  ceiling  to  floor  on  the  inside,  with  neces- 
saiy  framing  for  wainscot,  blackboard,  etc.,  put  in  place.  The  ceiling  should 
be  plastered.     The  roof  should  be  sheathed,  papered  and  shingled. 

The  size  of  the  building  must  be  determined  by  local  authorities,  but  should 
have  at  least  15  square  feet  of  floor  space  and  200  cubic  feet  of  air  for  each  per- 
son that  is  to  occupy  it. 

Each  school  room  should  be  provided  with  a  large  cloak  room,  and,  where 
heated  by  a  stove  set  in  the  school  room,  should  have  a  convenient  room  for 
fuel. 

Some  provision  should  be  made  for  the  pupils  to  wash  their  hands  and  faces. 
Each  school  house  should  have  a  book  case  and  place  for  storing  a  globe, 
maps,  and  other  necessarj'  supplies  and  apparatus. 

BLACKBOARD. 

The  best  material  for  wall  blackboards  is  natural  slate.  In  over  twenty 
years  of  experience  in  the  school  room,  I  have  never  seen  any  artificial  black- 
board which  had  been  used  three  or  four  years  that  was  not  ver\'  much  out  of 
repair.  The  natural  slate  is  always  in  repair  and,  while  the  first  cost  is  a  little 
more  than  that  of  some  other  boards,  the  repairs  on  the  others  make  them  far 
the  costliest  in  the  end. 

In  ver\'  many  school  houses  the  blackboard  is  set  entirely  too  high  for  the 
children  to  be  able  to  use  it  to  the  best  advantage.  In  school  rooms  having  pu- 
pils of  primari'  and  higher  grades  in  the  same  room  the  chalk  rail  should  be  not 
over  two  feet  two  inches  above  the  floor.  The  board  should  extend  up  so  that 
the  top  will  be  five  feet  eight  inches  or  six  feet  above  the  floor,  which  requires 
slate  at  least  three  feet  six  inches  wide. 

The  blackboards  should  be  placed  on  the  walls  opposite  the  windows. 
Most  rural  school  houses[^have  far  too  little  blackboard. 

WAINSCOT. 

The  wainscot  should  be  three  or  four  feet  high  in  the  school  room  and  not 
less  than  five  feet  high  in  the  cloak  room. 


RfKAi,  Schools 


SKATI.N*;. 

To  (IcNcldp  tlic  li.iliit  of  iri(l(|)cri<l»iif  study  aiicl  .sclf-rcliiinco  and  to  keep 
tlio  mental  integrity  of  diild  strong  as  well  as  to  f;ivf  the  pupil  the  Krcatcst 
degree  of  comfort,  every  school  room  should  he  furnished  with  sin^^le  seats. 

In  seatinK  the  count  17  school  house,  custom  has  placed  the  smaller  children 
in  front  and  the  lar^rer  ones  farther  )iack.  For  the  ph}  sical  comfort  and  welfare 
of  the  child,  the  seats  of  one  size  should  he  placed  in  one  row,  running  from  the 
front  of  the  room  hack.  Desks  are  u.sually  made  in  sizes  from  No.  1  to  No.  0. 
Desk  No.  1  is  usually  called  the  Normal  seat;  No.  2.  Hif;h  School;  No.  :5.  f.ram- 
mar;  No.  4,  Intermediate;  No.  5,  Second  Priinarj';  No.  0.  I'rimarj'. 

If  there  is  space  in  the  school  room  for  only  four  rows  of  .sinf  le  desks,  a  row 
of  each  of  No.  2,  No.  :}.  No.  4  and  No.  o  will  probably  cfime  as  near  as  any  other 
selection  to  accommodating  the  firdinan*  one  room  .school.  If  there  is  room  for 
five  rows  of  .seats,  to  the  above  add  a  rf)W  of  No.  6, and  if  there  is  room  for  .still 
more,  add  another  row  of  No.  'A  or  No.  4.  In  placing  the  desks  the  So.  .">  and 
No.  6  shoi;ld  l^e  placed  so  that  the  edf;e  of  the  desk  next  to  and  in  frf)nt  of  the 
child  shall  be  about  nine  inches  from  the  V)ack  of  the  seat  in  which  he  is  sitting; 
for  desk  No.  4  this  distance  should  be  ten  inches;  No.  '.i,  eleven  or  twelve  inche- : 
and  for  No.  2,  twelve  inches.  In  a  majority  of  the  school  rooms  the  desks  an 
so  far  apart  that  children  are  forced  to  lean  forward  in  unnatural  positions  t<> 
make  use  of  them  in  writing  and  drawing. 

The  ai.sles  at  the  sides  and  rear  of  the  room  should  be  not  Ic^s  than  thirty 
inches  wide,  and  all  the  other  aisles  sho\;ld  be  about  twenty  inches  wide. 

In  many  schools  the  .sniallest  scholars  are  .seated  nearest  the  lightest  side  of 
the  room  and  the  largest  on  the  opposite  .side  in  order  to  five  good  ll'-ht  to  all. 
but  if  the  room  does  not  ha\  c  an  extra  good  heating  .system,  perhaps  it  is  better 
to  place  the  .seats  for  the  .smaller  scholars  in  one  f)f  the  middle  rows. 

LIGHTING 

In  lighting  the  school  room  the  amount  of  light  a.-id  tht  direction  from 
which  it  enters  the  room  should  be  carefully  considered. 

As  to  the  amount  of  light,  where  the  school  hoi  se  stands  away  'rom  other 
buildings  .so  the  light  is  unobstructed,  there  should  be  at  least  one  square  foot  of 
glass  to  eveiy  six  scjuare  feet  of  floor,  the  ratio  fixed  by  law  in  sca  eral  European 
states.  Prussia,  where  the  subject  oflighting  has  recei\ed  much  attention,  re 
quires  the  ratio  of  one  to  five.  This  amount  should  be  increased  if  the  buildini: 
is  shaded  by  trees  or  other  objects  that  obstruct  the  light. 

Direction  of  Light — The  liirht  should  shine  on  the  object  to  be  seen  and 
not  in  the  faces  of  the  pupils.  No  window  should  ca  er  bo  placed  where  the 
children  must  face  it  when  seated  in  the  school  room. 

Authorities  appear  to  be  unanimous  that  for  a  room  no  wider  than  the  usual 
school  room,  the  liest  lighting  is  from  the  left  .side  only.     Next  to  that  is  lighting 
the  room  from  the  left  wall  and  the  one  back  of  the  pupils  as  seated,  with  black 
boards  to  the  front  and  right  of  the  pupils. 

No  window  should  be  placed  farther  to  the  front  of  the  room  than  directl\ 
opposite  the  first  row  of  seats. 


School  Buildintgs 


Windo\Ys  should  l)e  placed  so  that  thctop  is  near  the  ceiling,  no  matter 
what  builders  say.  The  higher  the  light  is  admitted  the  better  it  is  distributed 
throughout  the  room. 

Window  blinds  or  shades  should  be  so  arranged  that  light  may  be  admitted 
from  the  upper  sash  while  the  lower  is  shaded.  Yellow  shades  should  not  be 
used.     Dark  green  shades  are  probably  as  good  as  any. 

The  ceiling  of  the  school  room  should  be  white;  the  walls  may  be  light 
green  or  light  gray.     Yellow  or  red  should  net  be  used  for  walls. 

North,  East,  South  or  West  Light — As  to  the  cardinal  direction  from 
which  the  light  is  best  admitted  to  the  school  room  authorities  differ.  Some 
urge  that  the  direct  rays  of  the  sun  should  never  enter  the  school  room  during 
school  hours.  Others  urge  that  the  room  should  be  so  lighted  that  the  sun's 
rays  may  be  admitted  at  will.  I  like  what  Superintendent  Stetson  of  Maine 
says  on  this  subject : 

"Much  h  )£■  been  written  on  the  subject  of  the  j^roper  lighting  of 
school  rooms.  Quite  a  number  of  the  leading  authorities  upon  this 
matter  claim  that  the  light  should  come  exclusively  from  the  north, 
and  that  the  other  sides  of  the  room  should  be  solid  walls.  There  are 
more  things  to  be  considered  in  a  school  room  than  the  simple  question 
of  the  direction  from  which  the  light  shall  enter  the  room.  Thoughtful 
teachers  have  noticed  that  children  are  very  much  influenced  by  their 
feelings,  and  that  the  feelings  of  the  aA-erage  child  are  dependent  upon 
the  cheerfulness  of  the  room  in  which  he  spends  his  school  life.  If  only 
the  north  side  of  a  room  is  provided  with  windows,  the  room  is  necessa- 
rilj  wanting  in  the  elements  of  cheerfulness,  and  those  conditions  which 
are  dependent  upon  the  raj's  of  the  sun. 

There  can  be  no  question  but  that  the  healthfulness  and  desirabil- 
ity of  a  school  room  is  veiy  much  increased  by  having  the  rays  of  the 
sun  shine  into  it  during  some  portion  of  the  day.  The  flooding  of  the 
school  room  with  light  will  prevent  or  make  impossible  many  diseases 
and  a  large  number  of  discomforts.  It  will  aid,  to  a  large  extent,  in 
making  the  room  a  place  where  the  children  like  to  assemble  and  live-. 
It  will  give  an  air  of  graciousness  to  the  room  that  can  be  gained-from 
no  other  source  or  sources.  It  is  unwise  to  have  the  direct  rays  of  the 
sun  fall  upon  the  children,  and  particularly  upon  their  books  or  desk. 
It  is  also  unwise  to  have  cross  rays  striking  upon  the  books  used  by  the 
children.  While  all  these  things  are  true,  it  is  also  true  that  windows 
,  may  be  placed  upon  the  east  and  north  or  west  and  north  sides  of  the 
room,  and  gain  all  of  the  advantages  that  come  from  light,  heat  and 
cheerfulness  of  the  sun  without  suffering  from  many  of  the  disadvan- 
tages named  above.  The  principal  light  of  the  school  room  is  prefera- 
bly taken  from  the  northeast,  east  or  north." 

Others  advocate  light  from  the  southeast.  North  light  is  the  most  uniform, 
but  is  cold  in  exposed  locations.  East  light  throws  glaring  sunshine  into  a  great 
part  of  the  room  in  the  early  part  of  the  day,  but  aids  in  warming  up  the  school 
room  in  cold  weather.  South  light  gives  glaring  sunshine  but  on  account  of  the 
high  angle  at  which  it  strikes  the  window  is  confined  to  the  part  of  the  room  near 
the  south  wall.  With  ribbed  glass  or  light  curtains  in  the  upper  sash  to  diffuse 
the  sunshine,  and  opaque  curtains  for  the  lower  sash,  it  makes  good  light,  j    ^  j 


RiK  Ai.  Schools 


Ncjirly  nil  ;iiilli(irit  ics  ajjn-c  tliiit  li^litiriK  from  hotli  left  :iii(l  rit'ht  sif]«'.s  is 
not  iidvisahlc. 

vf:ntii.atio\. 

The  most,  impoitaiit  as  well  as  flic  most  (liflicnlt  j)rol)li-m  in  flu;  ('((iisf nic- 
tioii  of  the  rural  school  house  is  the  iiicthod  of  ventilation.  Air  which  is 
breathed  and  rebreathed  Aoiy  soon  Vjeconies  so  foul  that,  besides  its  tendency 
to  brinfi  on  nuiny  forms  of  disease,  it  produces  a  stupor  that  wholly  unfits  the 
pupils  for  the  mental  efTort  required  of  them.  Hence,  for  the  twofold  puniest; 
of  maintaining  health  and  a  capacity  for  efficient  mental  effort  this  matter  de- 
serves careful  attention. 

In  large  buildings  of  many  rooms  fans  run  by  steam  power  may  be  used  to 
good  advantage  and  the  supplj'  of  air  regidated  at  will,  but  in  the  one-room 
countiy  school  house  the  gravity  .system  of  ventilation  is  the  only  practical  plan 
yet  devised. 

When  the  temperature  (if  the  out.side  air  is  60  degrees  F'ahrenheit  or  above 
ventilation  maj-  safely  be  carried  on  bj'  (jpen  windows,  liut  as  the  weather  gets 
colder  the  danger  of  disease  caused  by  Cf)ld  drafts  st liking  the  pupils  increases 
proportionately  and  some  other  means  of  ventilation  should  be  employed. 

As  to  the  amount  of  fresh  air  needed  for  each  pupil  there  seems  to  be  a  gen- 
eral agreement  bj^  authorities  that  it  should  not  be  less  than  30  cubic  feet  per 
minute,  or  54,000  cubic  feet  per  hour  for  a  room  occupied  by  30  persons.  It 
has  been  Aery  carefully  estimated  that  to  exhaust  this  amount  of  air  per  hour 
from  a  school  room  with  a  ventilator  shaft  20  feet  high  and  a  difference  of  tem- 
erature  outside  the  room  and  inside  of  20  degrees  Fahrenheit  will  require  a 
ventilator  with  a  sectional  area  of  six  square  feet.  As  the  difference  in  ten:- 
perature  between  the  outside  and  inside  air  increases  the  size  of  the  ventilator 
required  decreases.  Any  means  which  will  increase  the  velocity  of  the  current 
in  the  ventilator  will  also  decrease  the  size  of  ventilator  required  to  exhaust 
a  given  amount  of  air. 

Manj' systems  of  ventilation  fail  utterly  for  lack  of  sufficient  capacity  to 
do  the  necessaiy  work. 

It  should  be  borne  in  mind  that  a  ventilator  is  no  larger  than  its  cross-sec- 
tion at  its  smallest  point,  consecjuently  all  openings  leading  to  or  from  the  venti- 
lator should  be  of  the  same  size  as  the  ventilator  and  enough  larger  to  compen- 
sate for  obstruction  to  the  air  by  registers  or  screens. 

It  is  far  better  and  more  economical  to  heat  the  fresh  air  before  distributing 
it  in  the  school  room. 

The  air  to  be  heated  and  taken  into  the  school  room  should  not  be  taken 
from  the  basement  but  should  come  from  outside  the  building. 

Where  a  stove  is  used  to  heat  the  air,  it  should  be  amply  large  enough  to  do 
the  work  without  keeping  it  near  the  point  of  red  heat.  It  should  be  entirely 
surrounded  by  a  metal  jacket  with  large  doors  in  front  through  which  to  tend 
the  stove.  The  height  of  the  metal  jacket  will  depend  somewhat  upon  the 
height  of  the  stove;  it  ought  to  extend  a  foot  or  two  above  the  stove,  the  higher 
the  jacket  the  more  rapid  the  circulation.  This  jacket  should  be  made  with  an 
outer  plate  of  such  metal  as  will  give  it  a  good  appearance.  From  the  hottest 
part  of  the  stove  upward  it  should  have  a  bright  tin  hning  with  heavy  asbestos 


School  Buildings 


paper  between.  From  the  hottest  part  of  the  stove  downward  the  lining  should 
be  of  heavier  metal  so  as  to  make  the  jacket  strong  and  should  be  so  cut  and 
arranged  as  to  make  arches  eight  or  ten  inches  high  for  the  air  of  the  room  to 
circulate  around  the  stove.  Alternating  with  these  arches  the  jacket  should 
have  three  or  four  fresh  air  ducts  fitting  tight  around  openings  in  the  floor  and 
extending  up  to  the  hottest  part  of  the  stove.  The  tops  of  these  ducts  should 
slope  from  the  jacket  downward  toward  the  stove  and  should  be  covered  with 
heavj'  lids  hinged  to  the  jacket  with  a  chain  attached  to  the  inner  edge  by  which 
to  raise  the  lids  wholly  or  partiallj-  so  as  to  deflect  the  incoming  air  toward  the 
stove. 

Gold  fresh  air  is  to  be  introduced  inside  the  jacket  by  means  of  a  flue  to 
conduct  the  air  from  outdoors.  It  is  better  to  build  the  fresh  air  duct  from  one 
side  of  the  building  to  the  other  with  sliding  valves  at  either  wall  so  that  on 
windy  days  the  air  may  be  taken  from  either  side  of  the  building.  This  duct 
should  be  built  in  such  a  place  that  it  will  come  under  the  stove.  It  should  be 
lined  with  metal  throughout  and  the  outer  ends  should  slope  outward  to  keep  it 
chy.  The  openings  should  be  co^•ered  with  coarse  screens  to  keep  out  mice  and 
other  animals.  The  duct  should  nowhere  have  a  smaller  cross  section  than  one 
quare  inch  for  every  scjuare  foot  of  floor  in  the  building.  Immediately  under 
the  stove  the  duct  must  be  enlarged  either  in  rectangular  or  circular  form  so 
that  it  will  underlie  all  parts  of  the  floor  enclosed  by  the  jacket  of  the  stove. 


Figure  1. 

Plax  for  Jacket  Stove 


Dotted  lines  represent  fresh  air  duct  under  floor. 
CC.  Circle  on  floor  over  which  jacket  will  stand. 
B      Back  of  stove  . 

aaa.     Openings  in  floor  to  let  fresh  air  rise  into  ducts  of  jacket. 
XXX.     Arches  under  jacket  to  permit  air  of  room  to  circulate  freely  around 
stove. 

yj-.     Sliding  valves  to  be  placed  at  walls  to  .-lose  fresh  air  ducts. 


10 


RuKAL  Schools 


mir^/tT 


Mn/;/in/h//////h)//. 


ri'isk   Ai\-      jPuc"^. 


Figure  'i. 
Section  of  Jacket  Akol  nd  8tove. 

It  is  not  sufficient  that  enough  fresh  air  proper!}-  warmed  be  admitted  to 
the  room'  but  the  circulation  must  be  such  as  to  bring  it  to  those  parts  of  the 
room  where  the  persons  who  are  to  breathe  it  are  situated. 

In  this  respect  all  systems  of  ventilation  that  have  the  foul  air  exhaus- 
near  the  ceiling,  such  as  lowering  the  top  sash  of  the  window,  or  placing  a  regist 
ter  in  the  ceiling-  or  in  the  wall  near  the  ceiling,  are  defective.  They  permit  the 
warni  air  to  escape  and  so  give  poor  ventilation  and  expensive  heating. 

The  following  cut  is  intended  to  illustrate  such  a  system.     It  gives  the 
same  result  whether  lieated  bv  furnace  in  the  basement  or  by  sto\  e  in  the  room. 


School  Buildings 


11 


Figure  3. 

Expensive  Heating      Poor  Circulation  and  Ventilation. 

Anj'  sj-stem  of  ventilation  where  the  foul  air  exhaust  is  above  the  breathing 
hne  will  have  the  same  fault  as  illustrated  in  figure  3,  no  matter  where  the  fresh 
air  properly  warmed  is  admitted. 


12 


RlkAl,  S(ll(j(;i.s 


Figure  4. 
Poor  Cikculation  and    Vkntilation. 


If  the  fresh  air  intake  and  the  foul  air  exhaust  are  at  opposite  sides  or  end* 
of  the  room  with  the  exhaust  near  the  floor  it  is  liable  to  give  a  circulation  as 
shown  in  figure  5. 


School  Buildings 


13 


Figure  5. 

Showing  Ixlet  at  one  end  of  Room  axd  Ouilet  at  the  Other. 


If  the  room  is  heated  by  a  stove  it  may  best  be  set  anywhere  near  the  wall 
that  contains  the  ventilator  provided  it  is  a  few  feet  to  the  right  or  left  of  the 
foul  air  register.  The  stove  should  not  be  set  in  the  center  of  the  room.  With 
proper  circulation  all  parts  of  the  room  will  be  properh'  warmed.  The  stove 
may,  if  more  convenient,  be  placed  in  any  part  of  the  room  with  less  harm  to 
the  heating  and  ventilation  than  will  attend  such  arrangement  of  a  hot  air  fur- 
nace. Where  such  furnace  is  used  warm  air  inlet  should  always  be  six  or  seven 
feet  above  the  floor  and  on  the  same  wall  as  the  ventilator,  not  directly  above  it 
but  a  little  to  the  right  or  left. 


14 


kl'KAI.  S(  IIOOI.S 


^M        .  ,'\-rY'.-''y^''-'''^[ 

— "7"^^ 

K. :•€::; - 

^^^1 

^JVC^T. 

l^ 

1 

--['.-  M 

Outlet    /^f^         \       -;.^vg-?^:.:.-   .:.:-:  :-'.^-.-^:'^'^:-'    -■■}::^'^. 

FiKuro  «i. 
The  Bkst  Pi.vx  of  CIhavitv  Ventilation'. 


vScnooL  Buildings  15 


Nothing  in  connection  with  ventilation  of  school  rooms  seems  more  defi- 
nitely settled  than  that  the  outlet  for  the  foul  air  should  be  near  the  floor.  The 
air  near  the  floor  is  naturally  coldest  and  densest  and  fills  the  ventilator  with  a 
column  of  heavy  air  which  gives  rise  to  a  necessity  for  some  means  of  warming 
the  air  in  the  ventilator  shaft. 

This  is  accomplished  in  various  ways,  two  of  which  appear  {iractical.  Build 
the  chimnej-  from  the  floor  with  a  flue  of  not  less  than  one  square  inch  cross 
section  for  eveiy  scjuare  foot  of  floor  in  the  building.  Immediately  above  the 
floor,  put  in  a  A-entilating  register  of  the  same  area  as  the  cross  section  of  the 
flue.  This  register  should  be  of  a  pattern  that  will  close  tight.  Let  the  smoke 
pipe  enter  the  chimnej^  at  the  proper  height  and  in  the  chimney  flue  extend  the 
iron  smoke  pipe  up  to  the  top  of  the  chimney.  This  will  warm  the  air  in  the 
flue  and  induce  an  upward  currcent  in  the  same. 

There  are  some  who  advocate  that  the  iron  smoke  pipe  need  not  ex- 
tend upward  in  the  ventilator,  but  where  soft  coal  is  used  such  a  plan  will  some- 
times peimit  soot  to  come  down  through  the  register.  With  hard  coal  or  wood 
it  will  work  quite  well  and  gives  a  stronger  current  in  the  ventilator. 

Another  plan  is  to  build  the  foundation  or  basement  walls  perfectly  tight 
and  to  build  the  chimney  from  the  ground'  up,  with  a  flue  not  less  than  one 
square  inch  in  cross  section  for  everj'  square  foot  of  floor  in  the  building.  Below 
the  floor  leave  a  hole  in  the  chimney  of  the  .same  size  as  the  flue.  At  a  conven- 
ient height  in  the  school  room  place  a  revolving  damper  to  work  on  the  same 
principle  as  the  damper  in  a  stove  pipe.  It  .should  be  made  of  heavy  metal 
and  on  the  outside  of  the  flue,  where  the  handle  swings,  it  should  be  marked  to 
show  when  the  damper  is  open  and  when  it  is  closed,with  catches  to  set  it  in  any 
position  to  regulate  the  current.  At  the  proper  height  in  the  chimnej^  insert  the 
moke  pipe  without  extending  it  further. 

Insert  in  the  floor  a  cov  pie  of  tight  closing  registers  at  the  farther  end  of  the 
room  from  the  chimnej^  to  let  the  foul  air  .'iink  through,  warm  the  floor  and  be 
exhausted  by  the  ventilator. 

This  latter  sj^stem  will  not  work  well  unless  the  foundation  walls  are  tight, 
but  hns  the  tidvantaee  of  wirn  ing  il.e  floor  somevihat. 

In  either  .s}  stem  the  fresh  air  inlet  and  the  ventilator  should  be  closed  at 
night  and  while  the  room  is  being  warmed  in  the  morning,  but  while  school  is  in 
session  both  should  be  open  and  regiilated.  At  recess  and  noon  the  room  should 
be  thoroughly  aired  by  opening  doors  and  windows. 

There  are  various  ventilating  sto^-es  on  the  market,  some  of  which  work 
well,  others  not  so  well 

T%  ATER  SUPPLY. 

Where  water  of  good  cjuality  can  be  had  at  not  too  great  a  depth  and  is 
found  in  sand  or  gravel,  a  drive  well,  having  galvanized  iron  pipes  is  probably 
the  best  means  of  obtaining  water.  ^ATiere  such  a  well  can  not  be  obtained,  a 
cistern  with  a  good  filter  is  advisable.  This,  however,  should  be  cleaned  and 
the  filter  renewed  often  or  it  is  a  source  of  disease. 

If  some  means  of  boiling  cistern  water  is  provided  to  sterilize  it,  a  small 
portable  filter  may  be  made  bj'^  cutting  the  bottom  out  of  a  galvanized  iron  pail  so 
as  to  leave  a  rim  of  the  bottom  in  the  pail.  On  to  the  lowerpart  of  this  pailsolde  r 


16  Rural  Schools 


liKlit  jiiiotliiT  \f.s.sfl  utiicli  will  lii)l<l  fi\c  or  six  qiuirt.s  of  \vut<T,  :i.s  a  roHcrvoir. 
An  inch  from  the  bottom  of  this  reservoir  soiflcr  ;i  faiuct  tf»  draw  r»fr  the  water. 
Cut  a  circular  piece  of  Kalvatii/ed  iron  so  it  will  fit  into  the  hottotnless  pail  and 
rest  on  the  rim  of  the  old  l)ottoni.  Make  small  holes  in  the  circular  piece  and 
put  it  in  place.  I'ill  in  an  inch  layer  f)f  clean,  coarse  sand;  alt«'rnate  layers  of 
charcoal  and  sand  to  within  four  inches  of  tlie  toj)  of  the  filter  and  run  water 
through  it  till  the  line  charcoal  dist  is  wa-shed  out.  This  filter,  if  the  charcoal  i-s 
renewed  eveiy  month  or  six  weeks,  will  work  well,  but  should  not  be  p<Tmitted 
to  contain  water  o\  er  nipht  or  at  times  when  it  will  be  liable  to  be  broken  by 
freezing.  It  cati  l)c  inade  by  any  tinner  and  ought  not  to  cost  over  a  couple  of 
dollars. 

If  the  Wiitcr  is  boiled  and  cooled  in  a  tight,  clean  vessel  before  running  it 
through  the  filter,  it  will  be  quite  free  from  organic  matter. 

Such  a  filter,  if  kept  supplied  with  water,  will  purify  enough  for  .several 
persons. 

OUTHOUSES. 

In  many  school  district.s  the  outhou.ses  are  kept  in  a  dilapidated  and  un- 
wholesome condition  both  as  pertain.s  to  the  physical  and  moral  welfare  of 
the  school  children. 

This  should  not  1m'  so.  The  school  hoard  and  the  teacher  should  see  to  it 
that  the}'  are  in  proper  repair,  that  they  are  kept  clean  and  whf)lesome  in  ever}- 
respect. 

Section  109  of  the  present  school  law  provides  that  special  attention  begiv- 
given  to  this  matter  and  that  each  school  shall  have  two  separate  outhouse 
buildings  located  on  that  part  of  the  school  grounds  at  the  farthest  point  from 
the  main  entrance  of  the  school  house  and  as  far  apart  a.s  may  be.  It  also  pro- 
vides that  thej'  shall  be  kept  in  wholesome  condition  and  in  good  repair. 

A  RURAL  SCUOOL  HOUSE. 

By  courtesy  of  State  Superintendent  J.  L.  McBricn,  of  Nebraska,  we  give 
the  plans  of  the  "Sutherland  School  House,"  concerning  which  the  following 
comment  was  made  at  the  time  it  was  erected: 

"THE  SUTHERLAND  SCHOOL  HOUSE.'' 

"This  is  a  newly  erected  district  school  house,  located  about  five  miles  west 
of  Blair.  It  is  located  in  district  No.  20,  Wiushington  county,  and  wiis  erected 
during  the  same  year  as  the  new  Blair  high  school  building,  and  by  the  same 
architect. 

"In  the  perspective  we  see  the  north  side  with  its  six  windows,  and  the  west 
end  with  the  entrance  in  the  southwest  corner.  The  pupils  face  an  unbroken 
east  wall,  with  the  strong,  even  light  of  the  north  entering  from  the  left,  and  two 
smaller  windows  above  the  blackboard  in  the  rear.  Fresh  air  enters  through  a 
grating  in  the  foundation  wall  near  the  steps,  and  is  carried  by  a  galvanized  iron 
duct  below  the  floor  to  an  opening  below  th(^  stove,  where  it  is  warmed  and  dis- 
tributed.    The  foul  air  pjtsses  out  through  the  registers  in  the  floor  by  the  north 


School  Buildings  17 


wall  and  in  the  wall  near  the  stove.  This  air  heats  the  floor  from  below  and  the 
ceiling  from  above.  The  inlet  and  the  outlets  of  the  air  are  regulated  by  dam- 
pers. There  are  two  rows  of  blackboard  slates  across  the  front  w-all,  the  upper 
one  for  the  use  of  the  teacher  for  copies,  drills,  etc.  The  teacher,  from  her 
natural  position  in  the  front  of  the  room,  may  watch  the  pupils  at  the  black- 
board in  the  rear  of  the  room  and  inspect  their  work  and  at  the  same  time  "over- 
see" those  at  work  in  their  seats.  The  wardrobe  extends  along  the  south  side, 
is  lighted  by  four  windows  placed  high  in  the  wall,  and  is  furnished  with  sixty 
double  school  house  hoolcs,  each  with  a  numbered  metal  tag. 

"Complete  specifications,  with  ground  plan,  exterior  views  and  working 
drawings  for  the  cortstruction  of  this  school  house,  are  published  on  the  follow- 
ing pages. 

"Had  the  building  been  located  on  one  of  the  three  other  corners  formed  by 
the  intersection  of  the  roads  the  entrance  might  have  been  in  the  southeast 
corner  of  the  building  instead  of  the  southwest,  and  the  pupiL?,  after  passing 
through  the  wardrobe,  would  then  enter  the  rear  of  the  school  room,  and  visi- 
tors would  enter  the  front  of  the  room  from  the  entrance,  The  sunlight  enters 
this  school  room  in  the  afternoon  above  the  heads  of  the  pupils.  A  door  or 
window  near  the  east  end  of  the  wardrobe,  in  the  southeast  corner  of  the  build- 
ing, would  permit  the  early  morning  sunlight  to  stream  across  the  school  room 
through  the  inner  door. 

"But  this  building,  though  not  perfect,  is  the  best  countiy  school  house 
in  Washington  count}',  and  we  believe,  in  many  Nebraska  counties.  It  is  sub- 
stantial in  construction  and  beautiful  in  interior  finish. 

"Since  its  completion  two  other  rural  school  houses  have  been  erected  in 
Washington  county  on  the  same  general  plan.  The  original  plans  of  the  Suth- 
erland school  house  are  now-  on  file  in  the  office  of  the  State  Superintendent  of 
Pubhc  Instruction  at  Lincoln." 


Ri;kai,  Schools 


School  Buildings 


19 


f^ieAiToetKK-riun 


i/NCH '  /roor 


20 


Rural  Schools 


r-ljo: 


-  f//esT  rioa^  fi/iN  - 


■^  jf^cH '  /  roor. 


School  Buildings 


21 


2'  rotmANO  ^£ywf/*r  Mortar 


-so/T-zy  fl£l^^T/0/V- 


22 


RvKAL  Schools 


JO. 

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hMoow  St^ol.     2'/*  FROf>i  riftnMeo  Flo 


/ya?/'/y  fify/ir/oN 


I    School  Buildings 


23 


PoHTiAno  CaMUir 


24 


Rural  Schools 


PORT.AH0   CCMt«f_ 


f  /AK/f  '  /fOOT. 


School  Buildings 


2.S 


£ZZ3|I  IdiiCIIi' 

Dn[ll]ai];LiQ[' 


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Section 
Thro     Hook  Ra 

To  RVN  On  LONt  Sipc 
AfiQ  ALOiii  Off  Cno  Or 


To  Run  AcRCis 
FKONy  Wmj.  Ohly 


ijl  TNicir- 


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^  Picrutti  Meu>  *tlO 


School  Buildings 


27 


@  1-   Ct"^*   S'-'x--"  '" 


A  Rural  School  House 

Brief  Specifications  for  Worli  and  Material  Required  for  tlie  Erection  of    a   One- 
room  School    House,    in  Accordance    witli    Accompanying    Ground  Plans, 
i  Elevations  and  Working   Drawings. 

This  building  was  erected  in  the  eastern  portion  of  Nebraska,  about  five 
years  ago,  complete,  for  Si, 000. 00.  The  original  plans  are  now  on  file  in  the 
office  of  the   State  Superintendent  of  Public  Instruction  at  Lincoln. 

GENERAE  CONDITIONS. 

The  Board — The  Board  reser\-es  the  right  to  reject  any  or  all  bid.s.  The 
Board  will  superintend  the  work,  through  the  architect  or  an  cspeciall}-  appoint- 
ed superintendent.  The  Board  reserA-es  the  right  to  make  any  changes,  omis- 
sions, or  additions  in  and  to  the  building,  without  voiding  these  specifications, 
the  contract  or  bond. 

The  Board  will  recognize  no  extra  work  and  will  not  pay  for  extra  work, 
unless  such  work  has  been  ordered  beforehand  by  resolution  of  the  Board. 

No  alleged  verbal  agreement  at  variance  with  the  drawings,  specifications, 
etc.,  will  be  recognized.  The  Board  will  insure  its  equity  in  the  building  from 
time  to  time  as  payments  are  made,  but  the  contractor  must  in.su re  his  interest 
therein  at  his  own  cost. 

The  Contractor — The  contractor  will  be  responsible  for  the  building  until  its 
acceptance  by  the  Board,  and  must  make  good  all  injuries  sustained  during 
construction  from  whatever  cause.  The  contractor  must  show  receipts  (if  the 
Board  elects  to  ask  for  them)  before  each  payment. 

The  contractor  must  give  a  bond  with  two  responsible  sureties  as  provided 
by  law,  subject  to  the  approval  by  vote  of  the  Board. 

The  contractor  must  finally  deliver  the  building  whole,  perfect,  and  clean, 
within  the  contract  time,  and  must  correct  all  defects  discovered  during  the  first 
month  of  use,  unless  the  same  are  no  fault  of  his. 

Excavation — The  contractor  must  visit  the  site  and  examine  the  same. 
The  height  of  the  first  floor  will  be  given,  and  the  contractor  must  do  all  neces- 
sary excavation  to  bring  the  walls  below  frost.  He  must  remove  6  inches  of 
the  black  earth  under  the  building,  to  prevent  decay  of  vegetation  under  the 
building. 

Brick  Work — The  entire  brick  work,  including  chimney,  is  to  be  built  of 
good,  hard,  sound  brick,  to  be  laid  straight  and  true,  neatly  pointed  up  and  to  be 


30  Ru'KAi,  Schools 


washed  down  upon  completion.  There  Ls  to  be  a  9-inch  brick  wall  extending 
under  all  interior  wortd  partitions,  for  the  support  of  partitions  and  flcjor  joists. 

The  smoke  flue  is  to  be  plastered  on  the  inside  and  is  to  be  12x12  inches  in 
size;  it  is  also  to  be  plastered  on  the  outside  where  it  passes  through  the  ceiling 
and  roof. 

All  wood  i.s  to  be  kept  from  the  flue  1  inch  clear.  Smoke  flue  is  to  have  an 
8-inch  thimble  for  furnace  pipe. 

Plastering — Lath  all  walls  and  ceilings  with  No.  1  white  pine  or  cypress  lath 
with   3-8-inch  spaces,  breaking  joints  every  seventh  lath. 

Phuster  all  walls  and  ceilings,  including  inside  of  teacher's  closet,  three 
coats;  the  first  two  coats  to  be  hard  plaster  of  an  improved  manufacture  ai>- 
proved  by  the  Board,  and  the  last  coat  to  be  a  Plaster  Paris  finishing  coat.  All 
plastered  corners  are  to  be  rounded.  Care  is  to  be  taken  that  plastering  which 
will  receive  artificial  blackboard  is  absolutely  straight  and  true. 

The  wall  which  will  receive  blackboard  is  to  be  plastered  as  above  specified, 
as  if  no  blackboard  were  to  be  used.  If  natural  slate  blackboard  is  used,  the 
first  two  coats  of  plastering  are  to  be  put  on  ready  for  finishing  coat,  and  the 
finishing  coat  behind  natural  slate  blackboard  is  to  be  omitted. 

Plastering  is  to  extend  tight  up  against  window  jambs  and  door  jambs  and 
down  to  floor  behind  base  everj'where,  to  make  the  building  warm. 

Carpenter  Work — Floor  joists  are  to  be  2x12  inch  and  ceiling  joists  2x10 
inch  yellow  pine,  sound,  dry  and  well- seasoned.  All  other  framing  lumber  to 
be  white  pine  or  yellow  pine,  sound,  drj'  and  well-seasoned.  Joists  and 
rafters  are  to  be  in  one  length. 

Vallej's  are  to  be  in  two  pieces,  2x8  inches  each,  thoroughly  .spiked  to- 
gether. Exterior  studding  is  to  be  2x6  inches,  12  feet  long.  Interior  studding 
is  to  be  2x6  inches,  12  feet  long.  Wall  plate  for  exterior  walls  is  to  be  8x8 
inches  halved  and  pinned  at  corners,  and  mortised  for  joists.  All  sills  for  in- 
terior walls  are  to  be  2x8  inches. 

Plates  for  exterior  studding  are  to  be  2x6  inches,  double,  and  plates  for 
interior  studding  to  be  2x6  inches,  double.  All  corners  and  angles  are  to  be 
built  up  solid,  no  lath  to  run  through.  All  joists  and  studdings  are  to  be  16 
inches  from  center  to  center. 

Put  double  studding  on  each  side  of  each  door  and  window  opening.  School 
room  floor  is  to  have  one  row  of  cross  bridging  1x3  inches. 

Ever>'  pair  of  rafters  is  to  have  a  2x4  inch  cross  tie  8  feet  long.  The  val- 
leys will  brace  the  roof  in  the  other  direction. 

Tower — Tower  is  to  have  bell  deck,  covered  with  I.X.tin,  and  to  have  30x30 
inch  scuttle,  and  also  a  scuttle  in  the  ceiling  of  the  school  room  immediately 
under  tower. 

The  corner  posts  of  the  tower  are  to  extend  down  to  the  top  of  ceiling  joists 
and  to  be  braced.  Ceiling  joists  under  inside  tower  posts  are  to  be  treble,  and 
the  roof  of  tower  is  to  be  thoroughly  cross-braced. 

Porch — Porch  is  to  be  built  as  shown,  of  white  pine,  with  7-8x4  inch  white 
pine  flooring,  and  to  have  white  pine  steps  1  5-8  inch  thick,  with  white  pine  rail- 
ing and  balusters. 

Ceiling  of  porch  is  to  be  first  lined  with  roof  sheathing,  then  to  have  one 
layer  of  straw  paper,  and  then  to  be  covered  with  7-8x4  inch  white  pine  ceiling. 


School  Buildings  31 


Ventilation— The  ventilating  flue  is  to  be  lined  up  with  5-8x6  inch  yellow 
pine  ceiling,  and  is  to  extend  from  under  side  of  floor  joists  to  attic  floor.  On 
top  of  roof  build  a  12-inch  globe  ventilator  of  galvanized  iron. 

The  ventilating  flue  is  to  have  sliding  board  in  school  room  so  arranged  a.s 
to  close  off'  the  ventilating  flue  entirely  when  school  is  not  in  session. 

Below  the  second  and  fifth  windows  put  a  10x10  inch  ventilating  register 
in  the  floor.  The  foul  air  will  then  pass  directly  through  these  registers  down 
between  the  earth  and  the  floor  towards  the  ventilating  flue,  pass  up  through 
the  ventilating  flue  to  the  attic  and  spread  all  over  the  attic;  thence  the  air  will 
pass  out  through  the  globe  ventilator  in  the  top  of  the  roof.  In  the  outside  wall 
below  the  floor  build  an  opening  1  foot  6  inches  x  1  foot  6  inches,  and  run  a  gal- 
A'anized  iron  duct  1  foot  6  inches  x  1  foot  6  inches  under  the  floor  to  the  under 
side  of  the  furnace.  Under  the  furnace  cut  a  hole  in  the  floor  24  inches  in 
diameter  and  permit  the  air  to  strike  against  the  bottom  of  the  furnace.  Pro- 
vide a  tight  door  in  the  opening  of  the  outside  wall  so  the  cold  air  may  be  shut 
off  from  the  school  when  it  is  not  in  session.  (An  ordinan,' cast  iron  furnace, 
costing  $45.00  f .  o.  b.  is  to  be  placed  OAcr  the  opening  in  the  floor.  The  furnace 
is  then  to  receive  a  galvanized  iron  casing  extending  from  the  floor  to  the  top  of 
the  furnace.  The  cold  air  will  then  strike  the  furnace,  where  it  will  be  warmed, 
rise  between  the  furnace  and  the  galvanized  iron  casing  and  pass  out  into  the 
school  room.  The  furnace,  casing  and  smoke  pipe  will  cost  not  to  exceed  $80.00 
set  in  place.) 

By  the  above  method  the  foul  air  leaves  the  room  at  about  68  or  70  degrees, 
will  be  draw-n  under  floor  and  warm  the  floor,  and  it  will  be  drawn  throigh  the 
^■entilating  flue  to  the  attic,  therebj-  warming  the  ceiling  of  the  school  room. 

Sheathing — Cover  all  outside  walls,  entire  roof,  tower  and  entire  floor 
with  No.  1  sheathing. 

Paper — Cover  sheathing  on  all  outside  walls  with  one  layer  of  good  build- 
ing paper V not  tar  paper,)  and  cover  the  entire  roof  sheathing  with  one  layer  of 
tar  paper.     All  paper  is  to  be  lapped  two  inches. 

Shingles — Cover  the  entire  roof  and  tower  with  first  clear  red-wood  or  cy- 
press shingling,  laid  4  inches  to  the  weather.  Each  shingle  is  to  ha^e  two 
galvanized  iron  shingle  nails. 

The  shingles  are  to  be  dipped  for  two-thirds  their  length  from  the  bottom 
up,  into  best  quahty  Creosote  Shingle  Stain. 

Tin — Valleys  and  bell  deck  are  to  be  Hned  with  l.'S.  tin,  14  inches  wide. 

Ridges — Ridges  are  to  be  formed  with  two  7-8x5  inch  boards. 

Cornice — Cornice  is  to  be  as  shown  on  drawing.  The  eaves  are  to  be  lini-d 
with  paper  and  7-8x4  inch  white  pine  ceiling. 

Outside  Finish— Water  table  is  to  be  1  1-8  inches  by  9  }/2  inches  high,  to 
have  1  1-8x3  inch  cap  and  7-8  quarter  round  underneath  corner  board.  Window 
casings  and  door  casings  are  to  be  1  1-8  inches  thick  and  5  inches  wide. 

Window  sills  are  to  be  IM  inches  thick.  Outside  window  casing  is  to  be 
so  placed  as  to  permit  of  storm  sash  at  a  later  day.  Care  is  to  be  taken  that  the 
building  paper  extends  under  all  water  tables,  corner  boards,  door  and  window 
casings. 

Siding— All  outside  studdings  are  to  be  covered  with  narrow  siding  with  }4- 
inch  lap.     Siding  is  to  be  white  pine  or  red  wood. 


32  Rural  Schools 


Interior  Finish — ('oa cr  ;ill  floors  with  7-^x4  inch  torifcuod  and  (rroovfd  No. 
I  yellow  pine  floorine;;  all  joints  to  he  smoothed  after  layinf.  As  soon  a,s  laid 
the  floor  is  to  recoivc  one  coat  of  boiled  linseed  oil  mixed  with  '2rt  per  cent,  tu  r- 
pentine. 

Ladder — Provide  a  ladder  from  attic  to  l)(li  deck. 

Doors— The  outsich-  door  is  to  liave  double  strenf;th  ^la.ss  in  rpper  panel. 
It  is  to  be  made  of  twf)  thicknesses  of  white  pine,  1  l-S  inch  each,  making  the 
door  214  inches  thick,  to  be  paneled  and  fli  sh  moulded.  A 11  inside  doors  are  to 
be  No.  1  white  pine  stock  doors  with  five  panels,  hand  smoothed  for  oil  finish. 

The  two  teacher's  closet  doors  are  to  Vie  1  1-8  inches  thick,  to  have  three 
panels  each. 

.lamVs — (h  tside  door  jamb  is  to  be  1  r,-S  inches  thick,  rebated.  In.'-ide 
door  jaml)  is  to  be  7-8'inch'thick,  and  is  to  have  doorstops. 

T(>acher's  Closet — ^Teacher's  closet  is  to  haVe  se\en  shelves  14  inches  wide, 
to  be  put  on  rachets.  so  as  to  make  them  movaVjle. 

Window.s — Windows  arc  to  have  1  1-8  inch  yellow  pine  jnilley  stiles,  1  :>-S 
inches  thick,  to  be  filled  with  D.  S.  fdouble  strength;  cla.«s. 

Sash  is  to  be  hunR  to  cast  iron  weights  with  14  inch  Sampson  or  Silver  Lake 
cord,  to  have  2}^  inch  anti-fricffon  axk*  pulleys,  and  all  wfndows  are  to  have 
1  1-8  inch  stool.  - 

Casing — Doors  and  windows  are  to  have  7-Sx.")  inch  c-asing  with  plinth  at 
bottom  and  to  be  mitered  on  top. 

Base  is  to  be  7-8x7  inches,  to  have  7-8x3  inch  mould  on  top  and  (juarter 
round  at  bottom. 

Chalk  trough  is  to  run  all  around  room  and  to  be  1  1-8  inches  thick,  t(j  be 
hollowed  for  chalk,  to  project  'ij/o  inches,  and  to  have  7-8xo  inch  apron. 

Picture  Motilding — Run  picture  moulding  all  around  school  room,  level 
with  the  top  of  windows. 

Interior  Finish — All  interior  fini.sh,  with  the  exception  of  doors,  is  to  bebc-st 
quality  of  3  ellew  pine,  hand  smoothed  for  oil  finish. 

Painting — Paint  all  tin  innnediately  after  laying  and  before  covering,  with 
two  coats  of  approved  mineral  paint. 

Paint  all  exterior  w^oodwork  with  three  coats  of  pure  liTiseed  oil,  pure  white 
lead  and  best  F^nglish  pigments,  and  color  as  selected. 

The  first  coat  of  paint  is  to  be  3^  French  ochre,  }4  white  lead  and  oil.  After 
first  coat  all  nail  holes  and  other  defects  are  to  be  puttied. 

VarnLsh  all  interior  woodwork  three  coats;  first  coat  is  to  be  a  liquid  filler, 
second  and  third  coats  a  good  standard  varnish,  list  price  not  le.ss  than  $2.50. 

P'iller  and  first  coat  are  to  be  rubbed  down,  ku^t  coat  is  to  be  flowed  on. 

Blackboard.s — Blackboards  will  be  put  on  by  the  Board,  and  are  not  to  be 
included  in  this  contract. 

Hardware — The  carpenter  will  furnish  complete  and  will  put  on  all  hard- 
ware. Each  window  is  to  have  a  heavy  sash  lock,  and  one  flush  sash  lift.  Front 
door  is  to  have  4J^x43^  inch  lock  with  three  steel  tumblers,  two  keys,  and  three 
4}/^x4}4  inch  steel  hinges. 

F^ach  inside  door  is  to  have  one  tumbler  Icck  and  two  4x4  inch  steel  hinges. 

Teacher's  closet  is  to  have  one  tumbler  lock  to  one  leaf,  the  other  leaf  to  be 
honked  to  shelf,  each  door  to  be  hung  with  two  3  Vo  inch  by  3>^  inch  steel  hinges. 

All  locks  are  to  have  soUd  knobs,  elongated  escutcheons.  All  hardware 
above  specified  is  to  be  bronzed. 


School  Buildings 


33 


A  neat  appearing,  comfortable,  well  lighted  and  ventilated  school  house  is 
indicative  of  intelligence  and  thrift.  It  adds  enough  to  the  value  of  each  farm 
in  the  district  to  more  than  pay  the  difference  in  cost  over  wind-warped  shells 
so  often  seen  on  the  prairie. 


1l»...ui.. 


:rzshl^;ltL!„rin'i^'!i>:}AL 


nv   WnosK   Pkkmishkin 


Designed   in    G.   W.  .\.siiby,   Auchitect,    Chkwgo,   Illinois 
i.s  Insertkd  IX    This  Rkport. 

&.     Note  the  lighting  from  left  and  rear  of  pupils. 
"  b.     Note  arrangement  for  ventilation  in  cold  weather  and  the  opportunity 
for  direct  ventilation  by  windows  from  three  directions  in  warm  weather, 
c.     Note  the  high  light  by  windows  of  the  school  room. 


STATE  NORMAL  SCHOOL 

MAYVILLE,    NORTH   DAKOTA 

THE  BI-MONTHLY 

BULLETIN 

VOL.  {  OCTOBER,  1913  NO.  6 


ILLUSTRATED  DESCRIPTION 

OF  THE 

MOD[L  RURAL  SCHOOL  BUILDING 

AT  THE 

MAYVILLE  NORMAL  SCHOOL 


THE  WINTER  TERM  BEGINS  TUESDAY,  JAN.  6,  1914 

Published  in  February,  April,  June,  August.  October,  and  December  by  the  State 
Normal  School  at  Mayville,  N.  D.,  and  entered  at  the  Mayville  Poslolfice  November  15. 
1912,  as  second  class  matter  under  act  of  August  24,   1912. 


IMPORTANT  DATES  AND  EVENTS 


1913 

The  Fall  Term  began  Tuesday,  September  30 

The  Fall  Term  ends  Thursday,  December  18 


1914 

The  Winter  Term  begins  Tuesday,  January     6 

The  Winter  Term  ends Thursday,  March  26 

The  Spring  Term  begins , Tuesday,  April      7 

The  Spring  Term  ends  Thursday,  June  25 

The  Summer  School  begins Thursday,  July     2 

The  Summer  School  ends  Wednesday,  August  12 


COMMENCEMENT  WEEK 

Baccalaureate  Service Sunday  Evening,  June  21 

Senior  Chapel  Monday  Morning,  June  22 

Commencement  Party  Monday  Evening,  June  22 

Senior  Class  Exercises Tuesday  Evening,  June  23 

Senior  Class  Picnic  Wednesday.  June  24 

Recital  and  Reception  to  the  Senior  Class,.... Wednesday  Evening,  June  24 

Outdoor  Sports Thursday  Afternoon,  June  25 

Alumni  Banquet  Thursday  Afternoon,  June  25 

Commencement  Exercises Thursday  Evening,  June  25 


HOLIDAYS 

General  Election  and  Thanksgiving  Days 

Eighteen  days  at  Christmas  and  New  Year's 

Lincoln's  birthday 

Eleven  days  between  the  Winter  and  Sprmg  Terms 


MODEL  RURAL  SCHOOL  BUILDING 

State  Normal  School.  Mayville,  N.  D. 


FRONT  ELEVATION 


SIDE    ELEVATION 


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BASEMENT 


PURPOSE 

In  its  new  model  rural  school  building,  which  has  just  been 
completed,  the  iMayville  Normal  School  tries  to  illustrate  in  all 
essential  respects,  taking  into  account  the  modern  practical  de- 
mands upon  education,  the  best  that  is  practicable  and  feasible  in 
a  typical,  well-to-do  country  locality  in  the  way  of  a  building  for 
either  an  ungraded,  one-teacher  school  or  a  partly  graded  school 
of  about  two  to  three  teachers,  the  latter  of  which  will  be,  for  a 
long  time  to  come,  the  most  common  type  of  consolidated  rural 
school. 


J 


MAIN    FLOOR 


COST 


The  total  cost,  without  any  equipment,  has  been  four  thousand 
dollars,  somewhat  more  than  it  would  have  been,  if  the  building 
could  have  been  put  up  at  a  time  of  the  year  when  labor  was  not 
scarcest  and  wages  highest. 

If  communities  should  sometimes  feel  that  in  either  the  con- 
struction of  new  buildings  or  the  modification  of  old  ones,  they 
cannot  afford  to  follow  closely  the  plans  of  this  one,  they  can,  at 
least,  incorporate  some  of  its  good  features. 


DIMENSIONS 

The  ground  dimensions,  exclusive  of  porch  and  rear  entrance, 
are  38  ft.  x  34  ft.  and  twenty  to  twenty-four  pupils  are  easily 


nccdiriiiiodiilcd.  'rii(i  si/e  ol;  llie  liuildiiif^  can  be  varied,  without 
liiirm  to  the  ^^'iiciid  phiii.  to  suit  the  special  needs  of  different 
h)calities. 

BASEMENT 

Ti  is  imich  needed  lor  tlic  rurnace  and  fuel,  storage,  and  addi- 
tional space  for  seliool  activities  includiiif;  play  during  inclement 
weather. 

MAIN  FLOOR 

The  plan  of  this  floor  is  the  most  novel  feature  of  the  build- 
ing. It  is  of  vital  importance  and  should  not  be  modified  without 
careful  consideration.  The  large  cased-openings  between  the 
sections  for  manual  training,  domestic  science,  and  agriculture 
and  the  main  space  for  the  seats  and  desks,  permit  free  entrance 
of  light  and  an  almost  unbroken  view  of  the  entire  ftrntv  fi-nm  any 
point  of  view. 

ATTIC 

The  space  here  is  used  for  storage  and  contains  the  ventila- 
tion pipes  running  from  the  toilet-rooms  to  the  vent  at  the  side 
of  the  smoke-stack.  Entrance  is  through  a  ceiling  opening  in  the 
hallway. 

LU:\IBER 

This  is  a  frame  building  and  the  dimension  lumber  used  in  its 
construction  is  western  fir  and  eastern  white  pine.  The  main 
floor  is  of  hard  maple. 

PLASTERING 

There  are  two  coats — the  first  of  wood-fiber  on  white  pine 
lath  and  the  second  of  adamant  plaster  with  float  finish. 

TINTING 

The  interior  walls  up  to  the  picture  moulding  and  outside  of 
the  blackboards  are  tinted  a  light  green  and  the  ceiling,  and  the 
walls  above  the  picture  moulding,  a  cream. 

PAINTING 

On  the  outside  there  are  two  coats  of  light  cream  with  ivory- 
white  trimmings,  and  tlie  roof  is  stained  a  moss  green.  On  the 
inside  all  finish  wood-work  has  one  coat  of  shellac  filler  and  two 


coats  of  hard  varnish  rubbed  down  with  pumice  stone  and  oil  to 
a  smooth,  dull  finish.  The  floor  has  a  coat  of  raw  linseed  oil  and 
will  be  kept  in  good  sanitary  condition  by  occasional  scrubbing 
and  application  of  light,  sanitary  oil-dressing. 

BLACKBOARDS 

They  cover  almost  all  available  space  and  are  made  of  a  coat 
of  wood-fiber  on  galvanized  steel  rib  lath,  a  coat  of  adamant  plas- 
ter with  float-finish,  and  a  coat  of  adamant,,  black  putty  carefuUy 
troweled  to  a  smooth  surface. 

HEATING  AND  VENTILATION 

They  are  by  means  of  a  hot-air  furnace  in  the  basement.  Air 
inlets  and  outlets,  except  the  large,  fresh-air  inlet  from  out- 
of-doors  Miich  is  under  the  porch  and  leads  beneath  the  basement 
floor  to  the  furn»ace,  are  indicated  on  the  main  floor  plan.  The 
furnace  draught  is  automatically  controlled  by  a  thermostat,  and 
the  circulation  of  air  is  quickened  by  a  vent  at  the  side  of  the 
smoke-stack.  The  closets  in  the  toilet-rooms  are  connected  through 
the  attic  with  this  vent. 

PLUMBING 

This  is  reduced  to  the  minimum  on  account  of  the  danger  from 
freezing  when,  during  cold  weather,  the  school  is  not  in  session 
and  consists  only  of  the  pumps  and  sinks  in  the  tiolet-rooms  and 
laboratories  and  the  necessary  connecting  pipes. 

SEWAGE  AND  GARBAGE 

Sanitary  dry  closets  are  used  in  toilet-rooms  and  are 
emptied  when  necessary  on  the  fields  near  by.  "Waste  water 
from  the  sinks  goes  into  a  concealed,  disinfected,  absorbent  ba>;in 
at  the  side  of  the  building.  All  solids  that  will  burn  are  thrown 
into  the  furnace,  and  any  others  are  accumulated  and  frequenth* 
taken  to  a  properly  selected  dump  ground  wlicre  the>-  are  buried. 

CISTERN 

This  is  divided  into  three  parts- — the  two  filters  which  receive 
water  from  different  parts  of  the  roof  and  the  central  part,  or 
tank,  from  which  water  is  pumped  for  drinking,  and  laboratory, 
and  toilet  purposes. 

WINTDOWS 

All  on  the  main  floor,  except  those  in  the  toilet-rooms  have 
double  sets  of  double-hung  sash,  thus  aiding  ventilation  and  mak- 
ing detachable  storm-windows  unnecessary.  x\ll  Avindows  have 
detachable  flv-screens. 


EVENING  LIGHT  AND  FUEL 

A  gas  system  involving  the  use  of  tanks  for  storing  gas  se- 
cured ready-made  is  used  for  evening  light  and  laboratory  pur- 
poses. Both  wood  and  coal  (hard  or  soft)  are  used  in  the  house- 
hold range  in  the  domestic  science  section.  The  furnace  gives  the 
best  results  with  the  use  of  hard  coal  of  the  "stove  coal"  size. 

BELL 

Instead  of  the  conventional  bell  in  a  cupola,  there  is  an  electric 
gong  on  the  rear,  outside  wall  just  under  the  cornice  and  con- 
trolled by  dry  batteries  and  a  push-button  on  the  inside. 


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